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First published in 1971, The Background of Immigrant Children offers a deeper understanding of the diversity and richness of the customs, cultures, and religious convictions of the minority groups in a multiracial society. Ivor Morrish argues that in order to go beyond the mere tolerance of the other groups, it is becoming one of the important functions of the teacher to assist in the development of social awareness in his pupils and this must include a sympathetic involvement in the cultural ideas and outlook of groups from all over the world. This book is an attempt to introduce the teacher in training to three of the main coloured immigrant groups in Britain (West Indians, Indians, and Pakistanis), and to some of the problems that culture contact poses. This book will be a useful resource for scholars and researchers of education, multiculturalism, sociology, and social anthropology.

For the latest thinking about the international financial system, monetary policy, economic development, poverty reduction, and other critical issues, subscribe to Finance & Development (F&D). This lively quarterly magazine brings you in-depth analyses of these and other subjects by the IMF's own staff as well as by prominent international experts. Articles are written for lay readers who want to enrich their understanding of the workings of the global economy and the policies and activities of the IMF.

Post-secondary education is one of the fastest growing segments of the educational system. In this volume the development and activities of universities, colleges of applied arts and technology, and other institutions of post-secondary education are described in detail. The public and private training activities of business and industry are outlined, and government programs for adult retraining described. Dr Fleming traces the origins of the institutes of technology and the college of applied art and technology, and he provides capsule histories of every university in Ontario.

Volume III explores the basic units in the educational system: student, teacher, and school. It examines the aims of education, historically and philosophically, and describes the development of various types of schools. The book provides an analysis of the use of educational media, a description of school buildings and equipment, among many other topics. An important part of the volume is a description of the evolution of the curriculum from the nineteenth century, with a detailed analysis of the changes made in such areas as science, the social sciences, and French.

This volume contains a general introduction to the whole series, followed by seven chapters giving most of the quantitative information in compact form. The introduction discusses some current issues and problems in education: the economic value of education to the individual and to society, the effects of automation, the role of the school in social and emotional development, vocational training and physical development, and the relationship between education and social class. The main body of the text describes the quantitative growth of the educational system and is organized into seven topics: characteristics of the population, school enrollment, the proliferation of educational institutions, university enrolment, enrolment in other post-secondary institutions, and the financing of the system. It contains much specialized statistical material including 46 charts and 225 tables, and will be an excellent work of reference.

The development and functions of the Department of Education and local school systems, the financing of education, and the educational activities of provincial and federal governments are studied in this volume. The emphasis is on current issues and problems. Dr Fleming delves into the activities of the department since 1965, giving a thorough analysis of the consolidation of local administrative units in 1969. He describes in detail the financing of education, the budgetary practices of the department, and the system of federal and provincial grants. The last section gives a description of every type of educational activity of the provincial and federal governments.

Presents a sociological perspective on the issues involved in transforming the structure of inner city schools. This book evaluates the models which have guided past and present attempts at educational reform, and proposes a coherent theory for attacking the problems of urban education. Dr. Janowitz examines the inner city school as a social system—the physical structure, community setting, people involved, and persistent patterns of behavior. He analyzes the current trend of specialization teaching and recommends instead an'aggregation'model which increases the scope of the individual teacher and restructures the climate of the school.

This is the first volume in the Invitation Lecture Series of York University and it is an auspicious beginning. Three leaders in higher education in the United States here present their thoughts on challenging questions of enrolment, curriculum, and standards which today confront the ever expanding universities of North America. Professor Jones describes'The Idea of a University Once More'; Professor Riesman outlines and comments on some significant recent'Experiments in Higher Education'; Professor Ulich discusses a theme which is vitally important for the effect of university education,'Creativity.'

This volume deals with innovative developments of many different kinds in the local school systems in the years up to 1970. Information was obtained from a sampling of school boards, including the largest. The major purpose is to show what may be expected from an educational organization that gives local authorities a certain amount of leeway to depart from standard procedures. Innovations in teaching, curricular experimentation, changes in the structure and use of school buildings, and the growth of special services are fully covered.

In the past few years awareness of the importance of educational practices has increased: committees have been established to investigate curricula of study, to solve the problems of administration and to co-ordinate the different levels of the educational system. A significant part of these investigations lies int he comparison of the educational systems of various countries. This topical account provides an overview of Danish education, in particular those parts of it which have special interest to the Anglo-Saxon reader. It deals with the present and past organization of the elementary and secondary schools in Denmark, technical and commercial education, higher education, which in that country is quite distinct from the North American concept of university education, and finally, adult education, a normal part of almost every Dane's life. In this last section the author has replaced the usual formalistic descriptions of organizations of high education with an exposition that gives a view from inside the system. The author believes that'an educational system is a mirror of the society it serves.'His description is based on the assumption that for comparisons in education to be of value they must be studied in the sociological context in which the educational system has developed. With this theme the author presents a broad foundation for the study and comparison of the educational systems and societies of Denmark and Canada.